Abstract

This paper considers refinements of Prensky’s concept of digital native/immigrant, and addresses the notions of Teacher Role Identity and teacher beliefs. It then reports on a project examining responses made by university Education students (preservice, newly qualified and experienced teachers) to questions about the extent, purpose and quality of usage of technology that they have experienced and that they envisage, personally and professionally. The pilot study reported here offers some evidence against Prensky’s classification and indicates areas in which the data collection instruments can be improved.